Academic advising: a view over an activity: a view over an activity
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Trabalho & Educação (Online) |
Texto Completo: | https://periodicos.ufmg.br/index.php/trabedu/article/view/12351 |
Resumo: | In the University, the activity of academic advising, established between advisors and advisees, can assume several configurations in its development. The objectives of the present study were to analyze the formative activity of academic advising, the verbal interactions between the participants, the meanings they express and the forms of knowledge building resulting from this relation. To this purpose, we carried out a case study with a dyad of advisor and Mastering advisee in a Federal Public University, from which we analyze the utterances/speeches given by the subjects in the activity (real work), based on the Philosophy of language (BAJTIN, 1997a) and in the Dialogical Theory of Language/Dialogical Discourse Analysis (BAKHTIN, 1997b) and in the theoretical assumptions of Ergology (SCHWARTZ, 1998, 2000, 2007, 2010, 2015). The analyses suggest that the activity of academic advising led the subjects to deal with institutional and personal issues, through the norms that regulate their functions. It was observed the emergence of two institutional values in the activity: the commitment to the researcher's formation and the academic productivity. Among the personal values, we identified the search for autonomy by the advisee and the value of care by the advisor; as a pair, both demonstrated the value of collaboration and shared responsibility. We consider that the outstanding values represent the experience of an academic ethics that aims at consolidating responsibility in the building of knowledge and responsibility with the other. |
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Academic advising: a view over an activity: a view over an activityPortuguês: PANORAMA DE UMA ATIVIDADE ORIENTAÇÃO ACADÊMICA: PANORAMA DE UMA ATIVIDADE Orientação acadêmicaErgologiaTeoria Dialógica da LinguagemScholarly AdvisingErgologyDialogical Theory of LanguageIn the University, the activity of academic advising, established between advisors and advisees, can assume several configurations in its development. The objectives of the present study were to analyze the formative activity of academic advising, the verbal interactions between the participants, the meanings they express and the forms of knowledge building resulting from this relation. To this purpose, we carried out a case study with a dyad of advisor and Mastering advisee in a Federal Public University, from which we analyze the utterances/speeches given by the subjects in the activity (real work), based on the Philosophy of language (BAJTIN, 1997a) and in the Dialogical Theory of Language/Dialogical Discourse Analysis (BAKHTIN, 1997b) and in the theoretical assumptions of Ergology (SCHWARTZ, 1998, 2000, 2007, 2010, 2015). The analyses suggest that the activity of academic advising led the subjects to deal with institutional and personal issues, through the norms that regulate their functions. It was observed the emergence of two institutional values in the activity: the commitment to the researcher's formation and the academic productivity. Among the personal values, we identified the search for autonomy by the advisee and the value of care by the advisor; as a pair, both demonstrated the value of collaboration and shared responsibility. We consider that the outstanding values represent the experience of an academic ethics that aims at consolidating responsibility in the building of knowledge and responsibility with the other.Na Universidade, a atividade de orientação acadêmica, constituída entre orientadores e orientandos, pode assumir várias configurações em seu desenvolvimento. Os objetivos do presente estudo foram analisar a atividade formativa de orientação acadêmica, as interações verbais entre os participantes, os sentidos que elas expressam e as formas de construção do conhecimento resultantes desta relação. Para esse fim, realizamos um estudo de caso com uma dupla de orientadora e orientanda de Mestrado em uma Universidade Pública Federal, a partir do qual analisamos os enunciados/discursos proferidos pelos sujeitos na atividade (trabalho real), fundamentados na Filosofia da linguagem (BAJTIN, 1997a) e na Teoria dialógica da linguagem/Análise dialógica do discurso (BAKHTIN, 1997b) e nos pressupostos teóricos da Ergologia (SCHWARTZ, 1998, 2000, 2007, 2010, 2015). As análises sugerem que a atividade de orientação acadêmica levou os sujeitos a lidar com questões institucionais e pessoais, através das normas que regulam suas funções. Observou-se a emergência de dois valores institucionais na atividade: o compromisso com a formação do pesquisador e a produtividade acadêmica. Dentre os valores pessoais, identificamos a busca pela autonomia por parte da orientanda e o valor do cuidado por parte da orientadora; como dupla, ambas demonstraram o valor da colaboração e da responsabilidade compartilhada. Consideramos que os valores destacados representam a vivência de uma ética acadêmica que visa à consolidação da responsabilidade na produção do conhecimento e da responsabilidade com o outro.Universidade Federal de Minas Gerais2019-08-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttps://periodicos.ufmg.br/index.php/trabedu/article/view/1235110.35699/2238-037X.2019.12351Trabalho & Educação; Vol. 28 No. 2 (2019); 177-196Trabalho & Educação; Vol. 28 Núm. 2 (2019); 177-196Trabalho & Educação; Vol. 28 No 2 (2019); 177-196Trabalho & Educação; v. 28 n. 2 (2019); 177-1962238-037X1516-9537reponame:Trabalho & Educação (Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/trabedu/article/view/12351/12096https://periodicos.ufmg.br/index.php/trabedu/article/view/12351/12853Copyright (c) 2019 Trabalho & Educação - ISSN 1516-9537info:eu-repo/semantics/openAccessAraújo, Karla Daniele de SouzaSampaio, Maria Cristina Hennes2020-08-28T19:30:09Zoai:periodicos.ufmg.br:article/12351Revistahttps://periodicos.ufmg.br/index.php/trabedu/indexPUBhttps://periodicos.ufmg.br/index.php/trabedu/oaiassinete@fae.ufmg.br||revista.nete@fae.ufmg.br||hormindojunior@gmail.com2238-037X1516-9537opendoar:2020-08-28T19:30:09Trabalho & Educação (Online) - Universidade Federal de Minas Gerais (UFMG)false |
dc.title.none.fl_str_mv |
Academic advising: a view over an activity: a view over an activity Português: PANORAMA DE UMA ATIVIDADE ORIENTAÇÃO ACADÊMICA: PANORAMA DE UMA ATIVIDADE |
title |
Academic advising: a view over an activity: a view over an activity |
spellingShingle |
Academic advising: a view over an activity: a view over an activity Araújo, Karla Daniele de Souza Orientação acadêmica Ergologia Teoria Dialógica da Linguagem Scholarly Advising Ergology Dialogical Theory of Language |
title_short |
Academic advising: a view over an activity: a view over an activity |
title_full |
Academic advising: a view over an activity: a view over an activity |
title_fullStr |
Academic advising: a view over an activity: a view over an activity |
title_full_unstemmed |
Academic advising: a view over an activity: a view over an activity |
title_sort |
Academic advising: a view over an activity: a view over an activity |
author |
Araújo, Karla Daniele de Souza |
author_facet |
Araújo, Karla Daniele de Souza Sampaio, Maria Cristina Hennes |
author_role |
author |
author2 |
Sampaio, Maria Cristina Hennes |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Araújo, Karla Daniele de Souza Sampaio, Maria Cristina Hennes |
dc.subject.por.fl_str_mv |
Orientação acadêmica Ergologia Teoria Dialógica da Linguagem Scholarly Advising Ergology Dialogical Theory of Language |
topic |
Orientação acadêmica Ergologia Teoria Dialógica da Linguagem Scholarly Advising Ergology Dialogical Theory of Language |
description |
In the University, the activity of academic advising, established between advisors and advisees, can assume several configurations in its development. The objectives of the present study were to analyze the formative activity of academic advising, the verbal interactions between the participants, the meanings they express and the forms of knowledge building resulting from this relation. To this purpose, we carried out a case study with a dyad of advisor and Mastering advisee in a Federal Public University, from which we analyze the utterances/speeches given by the subjects in the activity (real work), based on the Philosophy of language (BAJTIN, 1997a) and in the Dialogical Theory of Language/Dialogical Discourse Analysis (BAKHTIN, 1997b) and in the theoretical assumptions of Ergology (SCHWARTZ, 1998, 2000, 2007, 2010, 2015). The analyses suggest that the activity of academic advising led the subjects to deal with institutional and personal issues, through the norms that regulate their functions. It was observed the emergence of two institutional values in the activity: the commitment to the researcher's formation and the academic productivity. Among the personal values, we identified the search for autonomy by the advisee and the value of care by the advisor; as a pair, both demonstrated the value of collaboration and shared responsibility. We consider that the outstanding values represent the experience of an academic ethics that aims at consolidating responsibility in the building of knowledge and responsibility with the other. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-08-29 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufmg.br/index.php/trabedu/article/view/12351 10.35699/2238-037X.2019.12351 |
url |
https://periodicos.ufmg.br/index.php/trabedu/article/view/12351 |
identifier_str_mv |
10.35699/2238-037X.2019.12351 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufmg.br/index.php/trabedu/article/view/12351/12096 https://periodicos.ufmg.br/index.php/trabedu/article/view/12351/12853 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Trabalho & Educação - ISSN 1516-9537 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Trabalho & Educação - ISSN 1516-9537 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/html |
dc.publisher.none.fl_str_mv |
Universidade Federal de Minas Gerais |
publisher.none.fl_str_mv |
Universidade Federal de Minas Gerais |
dc.source.none.fl_str_mv |
Trabalho & Educação; Vol. 28 No. 2 (2019); 177-196 Trabalho & Educação; Vol. 28 Núm. 2 (2019); 177-196 Trabalho & Educação; Vol. 28 No 2 (2019); 177-196 Trabalho & Educação; v. 28 n. 2 (2019); 177-196 2238-037X 1516-9537 reponame:Trabalho & Educação (Online) instname:Universidade Federal de Minas Gerais (UFMG) instacron:UFMG |
instname_str |
Universidade Federal de Minas Gerais (UFMG) |
instacron_str |
UFMG |
institution |
UFMG |
reponame_str |
Trabalho & Educação (Online) |
collection |
Trabalho & Educação (Online) |
repository.name.fl_str_mv |
Trabalho & Educação (Online) - Universidade Federal de Minas Gerais (UFMG) |
repository.mail.fl_str_mv |
assinete@fae.ufmg.br||revista.nete@fae.ufmg.br||hormindojunior@gmail.com |
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1797220514746335232 |